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All Journal Indonesian Journal of Applied Linguistics (IJAL) LLT Journal: A Journal on Language and Language Teaching
Swatevacharkul, Rosukhon
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context Swatevacharkul, Rosukhon
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20244

Abstract

Reflection is essential for the teaching practice course since it enhances life-long professional teaching development of the teachers. Capacity to reflect needs to be developed. The objectives of this study were 1) to investigate the levels of learning reflection of pre-service EFL teachers at the end of the teaching practice course, and 2) to explore how reflection contributes to changes of the reflection levels.  This study took the form of an embedded experimental mixed methods research design using a close and open-ended questionnaire and semi-structured interview to collect data from 13 international students at an MA ELT program.  Data analysis was performed by a t-test and thematic content analysis.  The findings revealed that 1) on average, the level of Habitual Action, Understanding, and Critical Reflection at the beginning and the end of the course was not significantly different. However, the level of Reflection was significantly different at the end of the course.  Three themes: 1) Revision of past experiences for teaching improvement; 2) Thinking and writing skills development, and 3) Change of beliefs and teaching techniques were generated causing such reflection capacity changes.  Recommendations were provided for further research in this area.
The effect of autonomous learning process on learner autonomy of English public speaking students Boonma, Nida; Swatevacharkul, Rosukhon
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25037

Abstract

The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and  to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided.
Learner autonomy assessment of English language teaching students in an international program in Thailand Swatevacharkul, Rosukhon; Boonma, Nida
Indonesian Journal of Applied Linguistics Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i3.31764

Abstract

The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand.  Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.
ASSESSING LEARNER AUTONOMY IN EFL LEARNING: INSIGHTS FROM THAI SENIOR HIGH SCHOOL STUDENTS Boonma, Nida; Swatevacharkul, Rosukhon
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 2 (2025): October 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i2.12916

Abstract

Raising learners’ awareness of the need to develop their capacity to learn autonomously has been one of the primary educational goals worldwide. Autonomy development is thus crucial for preparing high school students for higher education. However, only limited studies are available on assessing learner autonomy within English learning education for Thai senior high school students. Therefore, this study aimed to assess learner autonomy in English learning as perceived by Thai senior high school students in public schools in Thailand. Based on a sequential explanatory mixed-methods research design, a convenience sampling technique was employed to select 187 participants, from three large schools in Bangkok and three schools outside Bangkok, who completed the Likert scale questionnaire. The semi-structured interview was conducted face-to-face at the second stage with six students from two schools. The quantitative findings revealed that their perceived learner autonomy was, on average, at a high level. The thematic content analysis of the interview data generated four themes to verify the quantitative results and to determine the factors for such high autonomy, i.e. the importance of English for future career goals, self-study of English beyond the classroom, preference for communicative learning, and the impacts of teachers and peers on autonomy development. Theoretical and pedagogical implications were discussed, and further research was recommended. 
Co-Authors Boonma, Nida